Strategies for Neutralizing Implicit Bias in School Discipline Kent McIntosh University of Oregon PBIS Center Disproportionality Workgroup Acknowledgements Timberly Baker Aaron Barnes Kimberly Bunch-Crump Alondra Canizal Delabra Yolanda Cargile Erin Chaparro Soraya Coccimiglio Tai Collins Bert Eliason Erik Girvan Steve Goodman Clynita Grafenreed Ambra Green Beth Hill Rob Horner Don Kincaid Milaney Leverson Tim Lewis Stephanie Martinez Kent McIntosh Rhonda Nese Vicki Nishioka Heidi von Ravensberg Ruthie Riddle Jennifer Rose Therese Sandomierski Russ Skiba Kent Smith Keith Smolkowski 1. Complete some activities to explore disproportionality in school discipline 2. Share an intervention approach for enhancing equity in school discipline 3. Guide you through a data driven process for: 1. Identify causes and solutions 2. Change environments to prevent challenges 3. Build skills in responding to challenges Overview for this Session Handouts: http://www.pbis.org Warm Up Activity #2: Implicit Association Test https://implicit.harvard.edu/ Uses beliefs (stereotypes) and evaluations (attitudes) associated with social groups Example: Gender-Career IAT Tests automatic association of MEN more with CAREERS (work outside the home) and WOMEN more with FAMILY
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Strategies for Neutralizing Implicit Bias in School DisciplineKent McIntoshUniversity of Oregon
PBIS Center Disproportionality Workgroup
Acknowledgements
Timberly Baker Aaron Barnes Kimberly Bunch-Crump Alondra Canizal Delabra Yolanda Cargile Erin Chaparro Soraya Coccimiglio Tai Collins Bert Eliason Erik Girvan Steve Goodman Clynita Grafenreed Ambra Green Beth Hill Rob Horner
Don Kincaid Milaney Leverson Tim Lewis Stephanie Martinez Kent McIntosh Rhonda Nese Vicki Nishioka Heidi von Ravensberg Ruthie Riddle Jennifer Rose Therese Sandomierski Russ Skiba Kent Smith Keith Smolkowski
1. Complete some activities to explore disproportionality in school discipline
2. Share an intervention approach for enhancing equity in school discipline
3. Guide you through a data driven process for:1. Identify causes and solutions2. Change environments to prevent challenges3. Build skills in responding to challenges
Overview for this Session
Handouts: http://www.pbis.org
Warm Up Activity #2: Implicit Association Test https://implicit.harvard.edu/ Uses beliefs (stereotypes) and evaluations
(attitudes) associated with social groups Example: Gender-Career IAT
Tests automatic association of MEN more with CAREERS (work outside the home) and WOMEN more with FAMILY
What did you notice about completing the activity?
How might patterns of responses on this activity relate to real world interactions?
Think-Pair Share
Unconscious, automatic Generally not an indication of our beliefs
and values We all have it (even those affected by it) Based on stereotypes More likely to influence:Snap decisionsDecisions that are ambiguous
One inch of height is worth $789 per year in salary
Implicit GenderBias(Reuben et al., 2014)
“the challenge is not a small number of twisted white supremacists but something infinitely more subtle and complex: People who believe in equality but who act in ways that perpetuate bias and inequality.”
-Nicholas Kristof, The New York Times
Implicit Bias and Race
Implicit Bias predicts the extent to which…
Police Officers use force when arresting Black children as opposed to White children (Goff et al., 2014)
Arbitrators decide labor grievances in favor of women over men (Girvan, Deason, & Borgida, 2015)
Teachers of students with ASD experience anxiety, depression, and professional burnout (Kelly & Barnes-Holmes, 2013)
Pediatricians recommend less pain medication for Black children than White children with identical symptoms (Cooper et al., 2012; Sabin & Greenwald, 2012)
Disproportionality in School Discipline (Losen et al., 2015)
Poverty plays a role, but racial disproportionality remains, even when controlling for povertyAnyon et al., 2014Skiba et al., 2002; 2005Wallace et al., 2008
Addressing Common Questions“Isn't it all really about
poverty?”
No evidence of different base rates of behavior for any subgroupsBradshaw et al., 2010Losen & Skiba, 2010Skiba et al., 2014
Addressing Common Questions
“Aren’t Black boys just more violent?”
Although it may be a few students in your school, the larger patterns are clear when you add up to the district, region, or state.Losen et al., 2015
Addressing Common Questions
“It’s just a handful of students…can’t we put them
on individual plans?”
No! Our research indicates that disproportionality comes from implicit bias – that we’re not even aware of.Banaji & Greenwald, 2013Greenwald & Pettigrew, 2014van den Bergh et al., 2010
Addressing Common Questions“Are you saying that all teachers are racist?”
…you’re halfway there.
If you’re aware…
A Unidimensional View of Bias
Racial Bias
Disproportionate Discipline
Racial Bias
Disproportionate Discipline
Situation
A Multidimensional View of Bias
System 1: Fast DecisionsAutomatic, snap judgments Intuitive, unconscious
System 2: Slow DecisionsDeliberate decisionsAllows for conscious attention
Two Systems for Decision Making (Kahneman, 2011)
Which decisions in schools are more likely to be snap judgments?
Discussion
Correcting a student’s behavior
Sending a student to the office
Picking which student to call on
Deciding whether to call a student’s parent
Suspending a student from school
Grading students’ work
How do we begin to address racial bias without it backfiring?
We all believe that a student’s color should not fate him or her to negative outcomes
Discussing equity and race is uncomfortable
Creating discomfort without providing effective strategies for equity is not productive
In discussing equity and taking steps, we will make mistakes
Assumptions
A 5-pointIntervention Approach to Enhance Equity in School Discipline
http://www.pbis.org/school/equity-pbis
1. Use engaging academic instruction to reduce the opportunity (achievement) gap
2. Implement a behavior framework that is preventive, multi-tiered, and culturally responsive
3. Collect, use, and report disaggregateddiscipline data
4. Develop policies with accountability for disciplinary equity
5. Teach steps to neutralize implicit bias
5-point Intervention Approach
http://www.pbis.org/school/equity-pbis
Disproportionality Data Guide
3. Using disaggregated data to assess and address equity
http://www.pbis.org/school/equity-pbis
4. Implement policies with accountability for equity Equity Policy Guide
http://www.pbis.org/school/equity-pbis
Racial Bias
Disproportionate Outcomes
5. How can we reduce implicit bias in our decision making?
Situation
A specific decision that is more vulnerable to effects of implicit bias
Two parts:Elements of the situationThe person’s decision state (internal state)
What is a Vulnerable Decision Point (VDP)?
1. All ODR/suspension decisions (general self-instruction routine)
2. Identify specific VDPsa) Through national datab) Your own school or district datac) Your own personal VDPs
Situations:Options for Identifying VDPs
http://www.pbis.org/school/equity-pbis
SWIS Drill Down (www.swis.org)
Add demographic group of interest as a filter (click to
“Include in Dataset”).
Click each graph and compare to overall patterns.
National SWIS Data(2011-12)
3,026,367 ODRs6,269 schools47 states, plus DC
Subjective problem behaviorDefiance, Disrespect, DisruptionMajor vs. minor
Non-classroom areasHallways
Classrooms Afternoons
VDPs from national ODR data
An event occurring before or with an antecedent that increases likelihood of a behavior
Sets it up (slow trigger) Sometimes is present and sometimes is not Does not require one’s awareness Examples from students:
Lack of sleep Headache/illness Lack of food (e.g., no breakfast) Fight with peer/parent/etc. Failed a test in previous class Didn’t get any coffee this morning
Decision States: Setting Events
As we become fatigued, our filters for appropriate behavior can be affected
Effects of hunger (Gailliot et al., 2009)
Decreases in willpower later in day“The Morning Morality Effect” (Kouchaki & Smith, 2014)
Examples…
Decision States: Resource Depletion (Girvan et al., 2014) Outcomes of parole hearings (Danziger et al., 2011)
Resource Depletion in Action
Judges’Snack Break
Judges’Lunch Break
Racial Bias
Disproportionate Outcomes
Situation
Vulnerable Decision PointsSubjective Behavior Unfamiliar with StudentVague Discipline System FatigueClassrooms Hunger
Multidimensional View of Bias
(Smolkowski et al., 2016)
When you see unwanted behavior, stop and ask yourself:
1. Is this a VDP? Situation Decision state
2. If so, use an agreed-upon alternative response
Two-step Neutralizing Routine for Staff:
Neutralizing Routines for Reducing Effects of Implicit Bias
Setting event Antecedent Behavior ConsequenceLack of positive interactions with student
Fatigue
Loud complaints about work (subjective behavior)
Send student to office (ODR)
Student leaves class (Escape social interaction)Alternative
Response“See me after class.”
Self‐assessment“Is this a vulnerable decision point?” 1. If-then statement
2. Brief3. Clear steps4. Doable5. Interrupts the chain of events
What makes for a good neutralizing routine?
If this is a VDP…, “See me after class/at the next break”am I acting in line with my values?delay decision until I can think clearlyask the student to reflect on their feelings/behavior take two deep breaths recognize my upset feelings and let them go “I love you, but that behavior is not ok”picture this student as a future doctor/lawyerassume student’s best effort at getting needs metmodel cool-down strategy know that’s Rock Brain talking to me
Neutralizing Routine Examples
TRYTake a deep breathReflect on your emotionsYouth’s best interest
“Let’s TRY that again.” “Let’s TRY it a different way.” “Let’s TRY it how we do it at school.”
Sample Neutralizing Routine
TRY for studentsTake three deep breathsReflect on your emotionsYou got this!
Social-emotional ThemeMistakes are part of the learning processWe won’t always do it right the first timeWe can’t succeed unless we TRY
Classwide “Reset” Routine
School Example
Urban K-8 School
Black/White ODR Risk Ratio = 2.67
Risk Indices Drill Down: Phys. Aggression on Playground
Black/White ODR Risk Ratio = 4.5
ODRs and observations indicated differences in perceived basketball rules
Team clarified rules for staff and studentsAka “code-switching”
Additional teaching, practice, and acknowledgement
Monitor with ODRs and Black-White RRs
The School PBIS Team’s Intervention
Black-White Risk Ratios Overall2013-14: 2.672014-15 (Sept to Dec): 2.0
Physical Aggression on Playground2013-14: 4.5 2014-15 (Sept to Dec): can’t calculate (1 ODR)
The School PBIS Team’s Intervention Outcomes
Progress over Time
(McIntosh, Ellwood, McCall, & Girvan, in press)
Turn to partner and share:One ahaOne questionOne next step
Think-Pair Share and Steps Forward
Thinking about and discussing solutions is the first step
Pick a neutralizing routine and try it out Use your data to assess and monitor If you don’t have the data you need at hand,
advocate for it This is hard work – but you know how to